Student teachers' talk during teaching practice: Impact and implications

Year: 2005

Author: Hu, Chun

Type of paper: Refereed paper

The study examines patterns of student teachers’ talk during teaching practice. The findings suggest that cooperating teachers (CTs) are the ones with whom student teachers had most conversations during teaching practice. In this study, the CTs gave an average of almost 400 minutes of their time to each student teacher over the nine-week teaching practice, about 45 minutes each week. The student teachers spent the least time talking to their university supervisors and school principals. The student teachers posted to a school on their own seemed to be particularly disadvantaged by not having the second most important avenue for conversations, i.e. fellow student teachers. The student teachers who participated in a weekly videoconference accumulated more minutes of talk and reported more positive teaching practice experience than those who had no videoconferences.